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Article published In:
International Journal of Learner Corpus Research
Vol. 10:2 (2024) ► pp.301–337

Predictors of accuracy in L2 Spanish preterit-imperfect production

ORCID logo | University of California, Davis
 | University of California, Davis
 | University of California, Davis
 | University of California, Davis
ORCID logo | Universidad de Salamanca
Few studies have considered the multitude of factors that influence learners’ accuracy of past tense-aspect use in L2 Spanish. The present study fills this gap by examining course-level, task-modality, obligatory tense-aspect, and verb frequency and regularity as predictors of English-dominant learners’ accuracy in contexts that require the Spanish preterit or imperfect. Learner narrations from the COWS-L2H and CEDEL2 corpora were analyzed. Generalized mixed-effects models reveal that obligatory tense-aspect and task-modality are significant predictors of accuracy and that frequency is only a significant predictor in imperfect-obligatory contexts for students from the same Spanish program. Data from one Spanish program is interpreted as providing partial support for the Default Past Tense Hypothesis (DPTH). The findings add complexity to our understanding of the route of preterit-imperfect acquisition, showcasing plateauing effects and highlighting students’ use of the present as a default form.
Keywords: L2 grammar, preterit-imperfect, tense-aspect acquisition, L2 Spanish
Article outline
  • Introduction
  • Literature review
    • Default past tense hypothesis
  • Predictors of accuracy in L2 temporality
    • Course level
    • Task-modality
    • Verb features: Frequency and regularity
  • Alternative forms when learners are inaccurate
  • LCR & tense-aspect
  • The present study
  • Methods
    • Corpora
    • Procedure
    • Analysis
      • Models for RQs 1 and 2
      • Verb-type analysis for RQs 1 and 2
      • Descriptive statistics for RQ3
  • Results
    • COWS-L2H analysis
      • Description of tense-aspect form use
      • Models: Course level
      • Models: Tense-aspect, frequency & regularity
      • Verb-type analysis
    • CEDEL2 analysis
      • Description of tense-aspect use
      • Models: Task-modality, tense-aspect, frequency & regularity
      • Verb-type analysis
  • Discussion
    • Course level & route of development
    • Inaccurate use
    • The DPTH & cognitive constraints
    • Limitations & future directions
  • Conclusion
  • Open Data badge
  • Notes
  • Appendix
    • Appendix 1.Percent marking of forms in preterit-obligatory contexts- COWS-L2H
    • Appendix 2.Percent marking of forms in imperfect-obligatory contexts- COWS-L2H
    • Appendix 3.Percent marking of forms in preterit-obligatory contexts- CEDEL2
    • Appendix 4.Percent marking of forms in imperfect-obligatory contexts- CEDEL2
  • References
Published online: 30 May 2024
DOI logo
https://doi.org/10.1075/ijlcr.23009.min
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